Catalogue


Ideology, discourse, and school reform /
Zeus Leonardo.
imprint
Westport, Conn. : Praeger, c2003.
description
xii, 265 p.
ISBN
0897899016 (alk. paper)
format(s)
Book
Holdings
More Details
imprint
Westport, Conn. : Praeger, c2003.
isbn
0897899016 (alk. paper)
catalogue key
5033999
 
Includes bibliographical references (p.[245]-257) and index.
A Look Inside
About the Author
Author Affiliation
Zeus Leonardo is currently Assistant Professor of Education at California State University, Long Beach
Full Text Reviews
Appeared in Choice on 2004-07-01:
Leonardo's book in the "Critical Studies in Education and Culture Series" offers a "three-dimensional" theory of ideology. He begins by analyzing language ("words, images, symbols") and follows with an overview of his own research on classroom teachers. He then presents his theory of ideology by giving examples from this research. Leonardo describes the first, or "necessary" dimension of ideology by noting pragmatism, help-seeking, venting, and confession. Confession revealed teachers in a "reflective mode, confessing that schools have produced conditions that do not promote all children's learning potentials...." The second dimension, the "negative," consists of naturalization, suppression of difference, and rationalization. These he illustrates with quotations from the research participants. He explains the third dimension, the "positive," in terms of three outcomes--empowerment, collectivism, and proactive politics. Leonardo states that his work is an ideological study of language at work that "gives educators more options in reform language." He hopes the resulting discourse will address important issues in educational reform. His writing heavily references other scholars in the critical theory genre--Apple, Giroux, McLaren--and some familiarity with them is needed in order to appreciate Leonardo's contributions. ^BSumming Up: Recommended. Graduate and research collections. P. M. Socoski City College
Reviews
Review Quotes
'œRecommended. Graduate and research collections.'' Choice
"Recommended. Graduate and research collections."- Choice
'œZues Leonardo has written a complex, critically informative, and challenging text that not only is of value to the individual reader concerned with the problematic state of the majority or our nation's schools but also surely of great worth to students in courses in education both at the undergraduate and graduate levels, as the book can be accessed and read from a multiplicity of depths and perspectives....I highly recommend the book as a text for courses on school reform educational discourse, and educational issues in general....Leonardo's astute analysis of the ongoing exchanges between participants in the Inquiry sessions providees critical insight into the ideological underpinnings of educational practices and discourse....[t]he insights are of value to all who are interested in changing schools, no matter the context. Countering injustice necessitates acquiring a discourse of critique and possibility. Inquiry is a step in the right direction, as is reading Zeus Leonardo's excellent book.'' American Journal of Education
"Provides us with a sophisticated theory of ideology--a three-dimensional account that considers ideology as a symbolic system, as distortion, and as a utopia. This in itself is a major contribution to our understanding. Leonardo goes further to use his theory in the context of school renewal to understand relations of domination. Ideology, Discourse and School Reform is an important book that advances our understanding of how participants in educational change use discourses to construct their own meanings of school reform. In this way it analyses ideology at work. Leonardo's book is a scholarly book that will enlighten its readers to the central importance of language and discourse in education. Ideology critique is not dead!" - Michael A. Peters Research Professor, University of Glasgow
"Zeus Leonardo makes a striking argument related to contemporary policy discourses about reform in education. Reform, he maintains is a discourse not about educational change but about its obverse--containment, particularly the containment of society's poor, and minorities. Leonardo writes about difficult issues with wonderful lucidity and sophistication." - Cameron McCarthy Research Professor & University Scholar, University of Illinois at Urbana-Champaign
"Zeus Leonardo has emerged as one of the leading voices on the left of a new generation of critical scholars. His recent book, a lively and innovative exploration of ideology as language in practice, forcefully challenges the ontology of power within the dominant culture of educational criticism. Revealing how the language of educational reform is a form of ideological production, Leonardo establishes a new basis for advancing a critical philosophy of praxis. This book will make a significant contribution to the critical literature on school reform." - Peter McLaren Graduate School of Education and Information Studies, University of California, Los Angeles
"Zues Leonardo has written a complex, critically informative, and challenging text that not only is of value to the individual reader concerned with the problematic state of the majority or our nation's schools but also surely of great worth to students in courses in education both at the undergraduate and graduate levels, as the book can be accessed and read from a multiplicity of depths and perspectives....I highly recommend the book as a text for courses on school reform educational discourse, and educational issues in general....Leonardo's astute analysis of the ongoing exchanges between participants in the Inquiry sessions providees critical insight into the ideological underpinnings of educational practices and discourse....[t]he insights are of value to all who are interested in changing schools, no matter the context. Countering injustice necessitates acquiring a discourse of critique and possibility. Inquiry is a step in the right direction, as is reading Zeus Leonardo's excellent book."- American Journal of Education
This item was reviewed in:
Choice, July 2004
To find out how to look for other reviews, please see our guides to finding book reviews in the Sciences or Social Sciences and Humanities.
Summaries
Long Description
Leonardo introduces an integrated theory of ideology that examines its necessary, negative, and positive functions. A three-dimensional theory highlights the concept of ideology during the reform process and links it to domination. Through an ideological critique of reform language, the book provides insights into domination and ways to counteract it. The movement for educational change lacks a concerted engagement with ideology with respect to school reform. Ideology is a central, structuring concept in education, especially regarding the intractable problem of domination. Race, class, and gender inequalities have become dilemmas that plague many students' chances for academic success, let alone the good life. In addition to constructing ideology as a form of distortion, the book considers it as a necessary mechanism for teachers as they make meaning of their daily experiences as well as a positive force for teachers who combat relations of domination. This work introduces an integrated theory of ideology that examines its necessary, negative, and positive functions. A three-dimensional theory highlights the concept of ideology during the reform process and links it to educational and social inequality. This work looks at the rhetoric of education reform and ways to counteract it so that the goal of educational equality will be possible for all.
Long Description
The movement for educational change lacks a concerted engagement with ideology with respect to school reform. Ideology is a central, structuring concept in education, especially regarding the intractable problem of domination. Race, class, and gender inequalities have become dilemmas that plague many students' chances for academic success, let alone the good life. In addition to constructing ideology as a form of distortion, the book considers it as a necessary mechanism for teachers as they make meaning of their daily experiences as well as a positive force for teachers who combat relations of domination. This work introduces an integrated theory of ideology that examines its necessary, negative, and positive functions. A three-dimensional theory highlights the concept of ideology during the reform process and links it to educational and social inequality. This work looks at the rhetoric of education reform and ways to counteract it so that the goal of educational equality will be possible for all.
Unpaid Annotation
Leonardo introduces an integrated theory of ideology that examines its necessary, negative, and positive functions. A three-dimensional theory highlights the concept of ideology during the reform process and links it to domination. Through an ideological critique of reform language, the book provides insights into domination and ways to counteract it.
Table of Contents
Acknowledgmentsp. vii
Series Forewordp. ix
School Reform, Inquiry, and the Problem of Dominationp. 1
Ideology and School Reform: Toward a Three-Dimensional Theoryp. 21
Discourse and the Problem of Change: Toward a Critique of the Sign of Reformp. 53
Ideology Critique as Method: The Problem of Interpreting Relations of Dominationp. 75
The Tropes of Inquiry: Ideology as Symbolic Systemp. 87
The Evasions of Inquiry: Ideology as Distortionp. 129
The Projections of Inquiry: Ideology as Utopic Visionp. 185
School Reform and the Uses of Ideology Critiquep. 233
Bibliographyp. 245
Indexp. 259
Table of Contents provided by Ingram. All Rights Reserved.

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